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dc.contributor.authorBoyask, Ruth
dc.contributor.authorVigurs, Katy
dc.date.accessioned2017-12-21T11:49:27Z
dc.date.available2017-12-21T11:49:27Z
dc.date.issued2017-12-10
dc.identifier.citationBoyask, R. and Vigurs, K. (2017) 'Developing a methodology for public engagement with critical research', Policy Futures in Education, DOI: 10.1177/1478210317739521.en
dc.identifier.issn14782103
dc.identifier.doi10.1177/1478210317739521
dc.identifier.urihttp://hdl.handle.net/10545/622042
dc.description.abstractn this article we argue that a refined understanding of ‘public’ and ‘public engagement’ can help researchers who produce critical research make better decisions towards achieving policy influence. We acknowledge the challenges critical researchers face in putting their research to work within the public domain. Critical research struggles to gain influence in bounded public spheres where research is valued as a consumable commodity rather than for its integrity or capacity for informing change. A starting point for developing a method of engagement is to understand better ‘publics’ and the different ways they may be conceptualised. We draw on a framework of three conceptualisations of the public in public engagement: bounded, normative and emergent. We use this framework to analyse our own experience of public engagement and attempts at policy influence in the Respecting Children and Young People Project. Through this analysis we recognise alternative ways to conceive of publics that may direct us away from some courses of action, and open new possibilities for public engagement with critical research.
dc.description.sponsorshipN/Aen
dc.language.isoenen
dc.publisherSageen
dc.relation.ispartofseries147821031773952en
dc.relation.urlhttp://journals.sagepub.com/doi/10.1177/1478210317739521en
dc.rightsArchived with thanks to Policy Futures in Educationen
dc.subjectResearch utilisationen
dc.subjectPolicy influenceen
dc.subjectGovernment policyen
dc.subjectImpacten
dc.subjectCritical researchen
dc.subjectPublic engagementen
dc.titleDeveloping a methodology for public engagement with critical research.en
dc.typeArticleen
dc.identifier.eissn14782103
dc.contributor.departmentAuckland University of Technologyen
dc.contributor.departmentUniversity of Derbyen
dc.identifier.journalPolicy Futures in Educationen
dc.contributor.institutionAuckland University of Technology
dc.contributor.institutionUniversity of Derby
refterms.dateFOA2019-02-28T16:25:00Z
html.description.abstractn this article we argue that a refined understanding of ‘public’ and ‘public engagement’ can help researchers who produce critical research make better decisions towards achieving policy influence. We acknowledge the challenges critical researchers face in putting their research to work within the public domain. Critical research struggles to gain influence in bounded public spheres where research is valued as a consumable commodity rather than for its integrity or capacity for informing change. A starting point for developing a method of engagement is to understand better ‘publics’ and the different ways they may be conceptualised. We draw on a framework of three conceptualisations of the public in public engagement: bounded, normative and emergent. We use this framework to analyse our own experience of public engagement and attempts at policy influence in the Respecting Children and Young People Project. Through this analysis we recognise alternative ways to conceive of publics that may direct us away from some courses of action, and open new possibilities for public engagement with critical research.


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